The subject matter of our historical teaching must be curtailed. The chief value of that teaching is to make the principal lines of historical development understood. The more our historical teaching is limited to this task, the more we may hope that it will turn out subsequently to be of advantage to the individual and, through the individual, to the community as a whole. For history must not be studied merely with a view to knowing what happened in the past but as a guide for the future, and to teach us what policy would be the best to follow for the preservation of our own people. That is the real end; and the teaching of history is only a means to attain this end. But here again the means has superseded the end in our contemporary education. The goal is completely forgotten. Do not reply that a profound study of history